HUNTING BIRDS
_Material._--Colored pictures of birds common to the locality in which the game is used.
Find a robin, Rudolph.
Find a bluebird, Gregory, etc.
The child indicated finds the picture of the bird called for and places it on the blackboard ledge which serves as a picture gallery.
HUNTING LEAVES
is a game similar to the above.
MOVEMENT GAME
Frederick may be a pony.
Louise may be a kitty, etc.
(Of the other children--one may be a boy; another, a bird; another, a horse; another, a fish; another, a girl, etc.)
Trot, pony.
Run, dog.
Skip, boy, etc.
They perform singly, and also in a body.
MAKING GARDEN
_Material._--Trays or box-covers of sand, and a toy set of garden tools for each pupil.
Take the spade.
Spade the earth.
Take the hoe.
Hoe the ground.
Take the rake.
Smooth the ground.
Make holes (or rows).
Plant corn (or sow the seed).
Cover the seed.
Water the garden.
THE FARMER"S PETS
For this game the children are all seated in chairs except one for whom no chair is provided. Each child seated takes the name of some animal on the farm, _e.g._, a dog, cat, horse, chicken, duck, or cow. The one standing is the farm-hand and says, _e.g._, "My master wants his dog."
The dog must jump up and turn around. If he fails to do so, he steps to one side taking his chair with him. If when he is again called upon he answers correctly, he resumes his seat in the circle. Occasionally the farm-hand says, "My master wants all of his pets." When all rise and change seats quietly. The farm-hand tries to get a seat, leaving another child to be the farm-hand. In changing seats they change names as a single name belongs to each chair.
(II) _Literature as a Basis for the Reading._ The stories in the form indicated below are given after the children have become thoroughly familiar with them through oral presentation, after, too, the children have gained some facility in reading, through the use of the games, and the directions, etc., used in the general management of the school.
Before the board work is presented the children dramatize the story which they are to read. They look to the board to find out what to say that they may impersonate the character in the story. Each mimics in tone and action the one whose part he takes. As no two mimic in the same way there is no lack of variety and interest. If the children are thoughtful they will know every time into whose mouth to put each sentence. They need to be alert, however. The names of the speakers, given in the margin, are for the benefit of the readers of this article.
They are not put on the board. The children do not need them.
THE OLD WOMAN AND THE PIG
I
_The old woman._ I was sweeping my house.
I found this dime.
What shall I buy?
I know; I will buy a pig.
Where is my sunbonnet?
Where is my cane?
Here I go.
Tramp! tramp! tramp!
II.
_Old woman._ Tap, tap, tap!
_The farmer._ Come in.
Good morning, old woman.
_Old woman._ Good morning, sir.
I want to buy a pig.
_Farmer._ All right; I have some.
Will you look at them?
Here they are.
_Old woman._ I like this one.
I will take it.
Good morning.
_Farmer._ Good morning.
III
_Old woman._ Go on, pig.
That fence is low, You can jump over.
_Pig._ Grunt! grunt!
_Old woman._ What shall I do?